Play 1
The best possible start
What is it?
The best possible start play maximises learning time as soon as the lesson begins. It can feel like there are lots of things to remember to do at the start of a lesson, but if we can make these things a routine, we won’t have to think as hard about remembering all of them and we can ensure students begin learning immediately.
Why is it important?
Minimise disruptions in learning: Kraft & Monti-Nussbaum’s (2020) study on classroom disruptions found that external disruptions were a regular feature of the school day. They found that ‘students lose between 10 to 20 days of instructional time over the course of the year. This is enough time to categorise every student in the district as truant or even chronically absent—all while they are in school.’ A clear entry routine will minimise disruptions that lead to such significant losses in learning over time.
Begin with motivation: link success to learning by letting your students know exactly how you will reward them in that lesson. No matter their ability or their behaviour record, the antecedent of the Golden Ticket or merits means your students will be motivated to learn and therefore succeed in your lesson.
What to do:
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| Threshold, countdown and commentary After welcoming students in from the threshold, move to swivel and countdown from 10 in a strong voice. Intersperse your countdown with a commentary of instructions and narrating the positive: 10…equipment out ready to learn in 9…who will be the first to be ready? 8…well done to the back row who have already sat down…7… | Register and reinforce Stand at swivel and if required, provide instructions for the starter with clear means of participation. Complete the register as students complete the starter in silence. Be seen looking throughout taking the register: you are checking they are present as well as checking they are on task. | Active observation As students complete the starter, circulate and check their responses. Are they answering all the questions? Are they leaving things blank? Reinforce expectations as you go. Hunt for good responses to steer your questioning later - it will help build a culture where the strength of students’ thinking is more visible to their peers. | SLANT and Check for Understanding (CFU) Call for SLANT in a strong voice. Expect 100% compliance. Check for understanding of the starter task: for example, a whole class response system like mini whiteboards combined with cold call. Front load your instruction with the expectation for a SHAPE response. Remembering to SHAPE your answer…[question] | Golden Ticket Call for SLANT in a strong voice. Expect 100% compliance. Set the tone for the lesson, referring to the key objective and indicate what it will take to get the Golden Ticket. Make sure it is linked to learning. |
